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Jurnal Elemen
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 24424226     DOI : -
Core Subject : Education,
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Cakupan dan ruang lingkup Jurnal Elemen terdiri dari (1) kurikulum pendidikan matematika; (2) metode pembelajaran matematika; (3) media pembelajaran matematika; (4) pembelajaran matematika berbasis teknologi dan informasi, ; (5) penilaian dan evaluasi pembelajaran matematika; (6) kreativitas dan inovasi pembelajaran matematika; (7) Lesson Study pembelajaran matematika, dan (8) topik lain yang terkait dengan pendidikan matematika.
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Articles 18 Documents
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Search results for , issue "vol 12 no 2 (2026): april" : 18 Documents clear
Ethnomathematics in elementary education: A systematic review of pedagogical approaches, technological innovation, and global implementations Jeinne Mumu; Rully Charitas Indra Prahmana; Benidiktus Tanujaya
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.34695

Abstract

Ethnomathematics, which integrates mathematical practices grounded in cultural traditions, has gained prominence as an approach to fostering culturally responsive learning in elementary mathematics education. This systematic review synthesizes 65 peer-reviewed empirical studies published between 2020 and 2025, examining its implementation across diverse global contexts. The analysis is organized around three domains: pedagogical approaches incorporating local narratives, cultural artifacts, and Indigenous knowledge; technological innovations, including digital modules, augmented reality, and mobile learning platforms; and comparative curricular frameworks across countries such as Indonesia, Brazil, Thailand, the United States, Mexico, Zimbabwe, Nigeria, Israel, and the Middle East. These contexts were selected based on their representation in the reviewed literature and relevance to the study’s focus. Findings indicate that culturally grounded instruction enhances student engagement, problem-solving, and mathematical literacy, often with moderate to large effect sizes. Technology integration expands access and relevance, though digital inequities persist. Cross-national variation is evident. Key challenges include limited authentic resources, fragmented teacher development, and lack of standardized assessment. Future research should prioritize longitudinal studies and AI-supported learning environments.
Developing GeoGebra-based digital worksheets to foster conceptual understanding in circle geometry Putu Friska Anandita; I Wayan Sudiarsa; I Gusti Agung Ngurah Trisna Jayantika
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.31803

Abstract

Digital tools are increasingly being used in mathematics learning; however, there are few empirical studies that have examined the effect of GeoGebra integration in structured learning media (e.g., digital worksheets) on students’ conceptual understanding in particular topics such as circles. This research aims to design and validate a digital worksheet using GeoGebra to improve students’ understanding of basic mathematical concepts. This study employed the Research and Development (R&D) approach using the ADDIE model. The subjects of the study were 48 students of Grade XI of a state senior high school in Gianyar, Bali, Indonesia. Data collection was conducted through expert validation, user evaluation, and concept understanding tests. Results showed that the developed digital worksheet was valid (average expert rating was above 4.2), practical (practically applicable on all indicators' evaluation), and effective, which was evidenced by a significant increase in student scores from pre-test (M = 73) to post-test (M = 87) with an N-Gain score of 0.68. Theoretically, this study contributes to the evidence of GeoGebra-supported conceptual learning in geometry, based on design-based research. Unlike its use as a standalone tool, the current study incorporates GeoGebra in structured worksheets to provide a guided-discovery framework for conceptual understanding.
Enhancing vocational students’ mathematical problem-solving through contextual teaching factory learning Muhtarom Muhtarom; Hary Nurprio Utomo; Ida Dwijayanti
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.31809

Abstract

The discrepancy between classroom mathematics and the demands of the Business and Industrial World often results in less-than-ideal problem-solving ability for vocational high school students. To meet this challenge, learning methods that link mathematics to real-world work contexts are needed. The purpose of this study is to investigate the effectiveness of integrating the Teaching Factory (TeFa) model with a contextual learning approach in teaching relations and functions. A quantitative quasi-experimental method with the pre-test–post-test control group design was employed. The sample was 46 eleventh-grade pharmacy students at Muhammadiyah Al Manaar Vocational High School, Pemalang, selected through purposive sampling and divided equally into experimental and control groups. Data were collected using a validated mathematical problem-solving instrument and analysed using an independent samples t-test. Post-test performances differed significantly between the two groups (p < 0.05). The experimental group gained a moderate improvement with an N-gain score of 0.42. Moreover, the Cohen’s d value of 0.81 indicated a large effect of the TeFa model compared with conventional instruction.  These findings indicate that the integration of TeFa and contextual learning is effective to improve students’ mathematical problem-solving abilities while reinforcing the relevance of mathematics learning to real industrial workplace contexts in vocational education.
Undergraduate students’ mathematical reasoning in numeracy-based tasks: A Rasch model approach Dewi Hamidah; Jerhi Wahyu Fernanda; Zun Azizul Hakim; Galuh Nuril Lathifah
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.34118

Abstract

Mathematical reasoning is essential in higher education because it enables students to formulate conjecture, generalize patterns, and justify. This study examined undergraduate students’ mathematical reasoning, operationalized through conjecturing, generalizing, and justifying, in two numeracy tasks. A purposive sample of 185 mathematics education students from the first, third and fifth semesters at a State University in Kediri, Indonesia, participated in the study. Responses were scored using an analytic rubric and analyzed with the Rasch model to estimate item difficulty and person ability, evaluate item fit and reliability, and examine Differential Item Functioning (DIF) across gender, Grade Point Average (GPA), and semester level. The results indicated that conjecturing and justifying were the most challenging aspects for students, while evidence of generalizing was relatively limited. Rasch analysis verified the instrument’s validity and reliability, with all items satisfying fit requirements, while DIF analysis indicated no significant demographic bias. However, observed patterns suggested that female students tended to be more systematic and accurate, male students were generally more flexible but less consistent, and students with higher GPAs displayed stronger logical reasoning. These findings highlight the importance of instructional strategies that intentionally foster mathematical reasoning and suggest future research involving multiple institutions and longitudinal designs.
Development and validation of a GeoGebra classroom–integrated interactive e-module for enhancing students’ conceptual understanding of integral calculus Rina Susilowati; Aska Muta Yuliani; Nur Farida
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.32431

Abstract

Technology-based e-modules can facilitate interactive learning by actively engaging students in constructing mathematical understanding. GeoGebra Classroom is a digital platform that supports it by enabling interactive activities, real-time monitoring, and immediate feedback. This study aimed to develop and validate an interactive e-module integrated with GeoGebra Classroom to support students' conceptual understanding of integrals. The research method employed is research and development using a modified 4-D model limited to three stages: define, design, and develop. The research subjects were 21 undergraduate students from the mathematics education program at STKIP Paracendekia NW Sumbawa. Data were collected through questionnaires, observations, interviews, and tests and analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed e-module achieved a very valid category, with an average score of 90.11% from material and media experts. Students' responses showed that the e-module was very practical (86.21%). The effectiveness evaluation demonstrated potential effectiveness based on an average score of 80.83 in the concept understanding ability test. These findings indicate that the GeoGebra Classroom–integrated interactive e-module is feasible for use as a learning resource to support students' conceptual understanding of integral calculus and has the potential to facilitate interactive and independent learning.
E-modules assisted learning: Mathematical reasoning of junior high school students in solving mathematical literacy problems Nailis Safiro; Novita Sari; Zuli Nuraeni; Novika Sukmaningthias; M. Hasbi Ramadhan
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33128

Abstract

The growing use of digital learning media in mathematics classrooms has not been matched by sufficient evidence of students’ mathematical reasoning (MR) when solving mathematical literacy problems. This study aims to analyze the MR of junior high school students at different MR levels while solving mathematical literacy problems on systems of linear equations in two variables (SLETV) in a learning context supported by a mathematical literacy-based e-module. Using a descriptive qualitative design, the study involved ninth-grade students from a public junior high school in Palembang, South Sumatra, Indonesia. Data were obtained through three written mathematical literacy problems and follow-up semi-structured interviews and then analyzed using three MR indicators: finding patterns of relationships and generalizing a statement, proposing conjecture, and verifying the truth of an argument. The results reveal that students’ MR remains limited, with only a small proportion demonstrating medium to high-level reasoning. High-reasoning students are already capable of demonstrating all indicators of MR, but low-reasoning students struggle to develop mathematical models from contextual problems. These findings suggest that e-module-assisted learning can support reasoning, but students at lower reasoning levels still require more explicit scaffolding, particularly for modeling, conjecturing, and justification.
Contextual numeracy learning through a culturally responsive–ethnomathematics (CReM) model using Joglo Jompongan architecture Westhy Devananda Putri; Ida Dwijayanti; Nizaruddin Nizaruddin
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33130

Abstract

Although research on culturally responsive pedagogy and ethnomathematics continues to grow, empirically grounded models for systematically integrating cultural contexts into numeracy-oriented geometry instruction remain limited. This study aimed to develop and evaluate a contextual numeracy learning model based on Culturally Responsive–Ethnomathematics (CReM) using the architectural features of the Joglo Jompongan. Research and Development (R&D) with design thinking was employed with 22 junior high school equivalent learners at a Community Learning Activity Center (Package B). Data were collected through interviews, classroom observations, and student activity sheets and were analyzed descriptively. The findings indicate notable improvements in students’ understanding of plane and solid geometry, as well as in their ability to connect mathematical concepts with culturally situated contexts. High levels of learning engagement and cultural awareness were also observed. Embedding geometric ideas within familiar architectural elements supported students’ construction of mathematical meaning from lived experiences, offering an adaptable framework for culturally responsive and conceptually grounded numeracy instruction.
Integrating desmos and songket motifs: A PMRI-based learning trajectory for rotation Puja Teressa Fawensi; Zulkardi Zulkardi; Ely Susanti; Meryansumayeka Meryansumayeka
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33421

Abstract

This study is motivated by students’ low conceptual understanding and spatial reasoning in rotation, as well as the limited integration of local cultural contexts with digital technology in mathematics learning. It aims to design and validate a PMRI-based Hypothetical Learning Trajectory (HLT) integrating Songket Mak Raje and Desmos to develop students’ conceptual understanding and spatial reasoning on rotation. The study employs a design research method of the validation study type, involving 6 students in the pilot experiment and 36 students in the teaching experiment. The main instrument is a Desmos-based E-LAS. Data were collected through observation, interviews, and analysis of students’ work documents and analyzed qualitatively using thematic and retrospective approaches. The results show that the developed HLT is valid and effective in developing students’ conceptual understanding and spatial reasoning. Retrospective analysis produced a Local Instructional Theory (LIT) as a refinement of the HLT, emphasizing gradual scaffolding, explicit articulation of rotation properties through guided inquiry before formal generalization, and early introduction of non-contextual problems with geometric constraints to foster spatial reasoning. This study implies a model for integrating ethnomathematics and digital technology, a PMRI-based LIT as a guide for instructional design, and a practical and validated Desmos-based E-LAS prototype.
The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
Perseverance in mathematical reasoning of climber students solving linear equations in one variable Ade Kumalasari; Rohati Rohati; Sri Winarni; Marlina Marlina; Annisa Nur Rasyid
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33592

Abstract

Research on mathematical reasoning has increasingly recognized perseverance as more than "not giving up"; it requires maintaining coherent reasoning when facing obstacles. However, micro-level analysis linking perseverance episodes to Adversity Quotient (AQ) dimensions remains limited, particularly in linear equation-in-one-variable contexts. The study used a descriptive qualitative approach, a single-case qualitative study that examined one climber-type student (selected via ARP questionnaire from 32 eighth graders) solving Linear Equation on Linear Variable (LEOV) tasks. Data included observations, semi-structured interviews, and written work, analyzed using Miles and Huberman's framework with source triangulation. The results show that Climber (AA) students illustrate strong Perseverance in Mathematical Reasoning (PiMR) through three integrated behaviors: (1) exploring multiple solution strategies and verifying results (Control–Endurance); (2) reflecting on errors and adapting approaches (Ownership–Reach); and (3) maintaining goal focus while revising strategies (Endurance–Control). These findings imply that mathematics instruction should systematically scaffold productive struggle, validation practices, and self-regulation to develop reasoning-specific perseverance, not merely task persistence.

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